Research into practice conversations: Teaching the language of climate change science

PETAA has collaborated with The Foundation for Learning and Literacy, the Australian Literacy Educators’ Association, and the Australian Council of TESOL Associations to bring our combined membership, friends, and broader audiences this series of videos that create a space for professional conversations between teachers, school leaders and researchers.  Each video demonstrates the high levels of professionalism of our teachers and their commitment to draw on contemporary, valid, rigorously conducted and school-tested research to inform their judgements when targeting their teaching to support all children and young people they work with.  The important partnership between those in the classroom and those conducting and drawing together the research is highlighted. 




Episode 2: Primary English Teaching Association Australia (PETAA)

Title: Teaching the language of climate change science

Background: What happens when you focus as much on the language as the science of climate change? In this interview, year 6/7 teachers Michael Cannavan and Louise Kelly talk about working with PETAA researchers to teach students the technical language needed to explain the enhanced greenhouse effect. Understanding the greenhouse effect and how human activity contributes to the enhanced greenhouse effect is central to understanding climate change. 

 Louise and Michael discuss how they strategically develop the language students need to talk and write about what’s happening in the atmosphere and how that’s warming our planet. The discussion highlights the language and literacy demands of the primary science curriculum.

Researcher mentor: Ms Julie Hayes and Dr Bronwyn Parkin 

Teacher researchers: Michael Cannavan and Louise Kelly, Cowandilla Primary School

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